Understanding Parent & Childhood Development

Every Thursday 18:30 – 20:30
Starts March the 14th 2019

Where?:
Oasis Centre, 69B Splott Road, Cardiff, CF24 2BW

Deposit Payment
£90.00

Full Price Payment
£155.00

Week 1

Course Introduction, Registration and Summary

Week 2

Attachment Theories and Emotional Development

In this session you will be introduced to the psychological principles and perspectives, surrounding attachment theories and how children develop when they have continuos or limited contact, with their parents or caregivers within their home environment. Our homes are where the primary socialisation of children take place and it is there; where the mother opens up their child’s sensory motor skills to the known world. Taste; by breast feeding them until the appointed age. Smell; by recognising their mother’s scent when they are in close proximity with her. Touch; when both their bare skins come into close contact with each other. Seeing; when the child’s early glances observe the mother’s or carer’s outline. And hearing; which they will acknowledge when you speak to them before and after birth. Mothers are the child’s first primary teacher; this is before they are given over to other outside institutions for coaching or training. This session will evaluate child-parent relations and how the process of developmental learning occurs over a time.

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Week 3

Understanding Family Structures and Functions

Due to the rise in family structures and sizes, along with seeing the alteration of the traditional family units we are now observing in the west how child development is being taken for granted. This is to the detriment of children who are now raising themselves or being raised by total strangers due to the rise of working parents who have little time in raising their family. This section will introduce youto the various family units in the west and how they operate in relation to child development and loving relationships. We will also look at the family functions and the roles, obligations, tasks and duties – carried out its members. We will also evaluate the importance of avoiding dysfunctional family relations and how to ensure that every member within the family unit is able to carry out their duties effectively.

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Week 4

Introduction to Mental Health Issues and its Societal
Implications

Mental health awareness has risen considerably in recent years, to the extent that at least one person in our lives or who we have encountered, has one form or another of mental illness. This section will look at the various forms of mental health issues which affect children and families; and how we can identify them. We will look into stress, depression, anorexia, bulimia and anxiety in young people. We can also assess many of the ways in which mental issues can impact families and leave them isolated – struggling and coping with strategies to help their children overcome this everyday reality. We will also investigate the social implications as far as institutions and workplaces react to this growing concern. By the end of this section you will have a greater understanding of what is mental health and mental illness in adults and children and learn more strategies and methods in dealing with and identifying them very early on in its development.

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Week 5

Characteristics of a Balanced Parenting Style

Authoritative parenting is the best method to parenting, that brings about the most well-behaved children who are the most firmly balanced kids and adults along with their parents. This balanced principle, in parenting, contains two forms of practical behaviours – a parent or carer being warm in emotion and the other characteristic being firm in their discipline.

This section will introduce to you the learner the type of style this method exhibits, along with the behavioural outcomes of children who are raised within this type of household. It will also show how parents’ expectation of their children are realistic and the standards their children have in themselves are building mechanisms for self-regulated behaviour with high levels of self-esteem and confidence in themselves and also their parents standards.

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Week 6

Characteristics of an Aggressive Parenting Style

This parenting style is known in developmental psychological circles as authoritarian. This means an almost always angry parent who has a tendency to bully or pick on their children constantly, leaving them with low expectations in themselves and the world around them. These children are often seeking love, affection and attention from others. Authoritarian parenting is very firm in discipline and almostly stone cold in emotional delivery and seeks to demonstrate a tough-love upbring – preceiving this will help make their children a much stronger agent in coping with many life challenges. This section will present the authoritarian method associated with being an aggressive parent. Learners will look closer into their social conducts as to why they parent in this manner. We shall also look at the behaviour outcomes of these children when they become adults who spend their whole lives trying to please this parent and never getting the praise and reward they feel they deserve throughout their whole life right into their adulthood.

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Week 7

Characteristics of a Passive Parenting Style

Passive parenting is known in psychological circles as being an indulgent parent. They allow their childrn to get away with murder and tend to find excuses for their child’s poor conduct. Indulgent parents exhibit a warm loving nature to their children, but they demonstrate a lack of frimness; whereby there are no boundaries set for these children’s bad performance. These children cannot be taken anywhere as they are demanding and controlling who often embarrass this parent (indulgent) in public. These children almost always get their own way as well as what they want. Their parents are usually bossed around to the extent that they now become the infant for their children to tell them what to do. This section will demonstrate the spoilt brat syndrome where these children believe the world owes them everything and show this parenting style is closely related to them being their children’s friend rather than mother or father.

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Week 8

Characteristics of a Disconnected Parenting Style 

Disconnected parenting is associated with being a neglectful parent. The attributes observed within this parent is that they lack extreme emotional display towards their  children in the form of warmth and also exhibit a lack of firmness and discipline to the extent that these children are often raising themselves. Neglectful parents are self-centred and are more concerned about others as opposed to the needs of their own children. This section will explore the miserable life these children have to experience daily and show how they are constantly looking for love, tenderness and affection from others due to their own parents not having their  love and affection reciprocated. This session will also delve deep into the neglectful parents who often pacify their children constantly and makes promises they rarely keep. People and other things are more important to neglectful parents and this type of household lack organisation, structure and functional imperatives to build a loving and secure relationship with children and sometimes even themselves. We will assess both parent and child in this section of the module.

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Week 9

Understanding Special Educational Needs and 

Disruptive Behaviours in Children

This section is important and needs serious attention, as much confusion has arisen in that a learning disorder is a behavioural problem. This is not actually the case in many instances. A learning disorder is about the inputting of information into the brain and the type of difficulties in encoding information. Ad for a behaviour disorder this is about the conduct exhibited by the child’s practical performance when interacting with others being children or adults. Learners will be presented with the most recognised learning difficulties faced by children and how they can assist and help  them achieve excellent results at home and in school. The other part of this section will investigate the various disruptive behavioural disorders and how they can affect child development and concentration span in children and parents who may have this condition.

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Week 10

Understanding Children’s Brain Development

This section will explore the developmental circuits of the brain and how children develop thinking skills for learning. We can divide brain functionality into five sections, and these will be explained during this session. There are various forms of consciousnesses within brain function that are; pre-conscious, unconscious, conscious, sub-conscious and the non-conscious minds. There is also a left and right brain hemisphere in which each side displays an active way of thinking and learning for a child. Brain development begins inside the womb of the mother and particular parts of the brain formulate during each monthly stage of evolution. We will also investigate the various forms of identifying factors to cognitive development along with child behaviour and conduct within the social world.

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Week 11

Electronic Village, Social Learning & Childhood Behaviour

Socialisation or education through play is an important mechanism in learning for child development. It incorporates into this interactive form of instruction a type of behaviour and perception they will gain over a short period of time. Social learning and child behaviour are associated closely to the traits of imitation and instruction – which is the learning mechanisms child gain through regular association with objects and people. The first 7 years is crucial to a child’s cognitive. It allows the psycho-motor and sensori-motors skills to become switched on – as to alert them to learn without them knowing that they are in actual fact at play. This section will examine some of the games that are educationally focused to develop our children’s ability to learn in a fun manner and teach us more about the modern social world children are engaged in with the internet and mobile phone.

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